英语专业毕业论文谈中学生英语自主学习能力的培养.docx

英语专业毕业论文谈中学生英语自主学习能力的培养.docx

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英语专业毕业论文谈中学生英语自主学习能力的培养

OnDevelopingMiddleSchoolStudents’AutonomousLearningAbilityinEnglish

Abstract:

AutonomouslearningabilityisoneofthemostimportantabilitiesinEnglishlearning.Inthevolatileinformationages,inspecial,theautonomouslearningisnecessaryforeveryoneelse’slife-longlearningandlife-longdevelopment.However,mostofthecurrentmiddleschoolstudentsarelackofthislearningability.Themindofwaiting,dependenceanddemandinghasgraduallyincreasedamongthem.Basically,theyareforcedtolearnwiththeaccompanimentbytheirparentsandtherigorousmonitoringoftheirteachers.Asaresult,children（students）themselvesareunwillingtolearn;theirparentsareverytiredwithdoingsobuthavenochoiceandevenworse,theirteachershavenoideaonwhattodo.Throughmostcurrentstudies,oneofthefindingsisthattheproblemoflackingautonomyisvirtuallyseriousamongmiddleschoolstudents,sinceitisdifficultforthemtocontrolthemselvesortotaketheirresponsibilitiesfortheirEnglishlearning,whichhasraisedpeople’swidespreadconcerns.Afterresearchingandstudying,anotherfindingisthatthereasonsforlackingautonomyarevarious.Apartfromsomereasonsfromstudentsthemselves,family,school,aswellassocietyshouldbeblamed.Themainsolutionofthisproblemisthatthewholesocietyshouldfocusenoughattentionondevelopingthelearningautonomyofmiddleschoolstudents.

Keywords:

autonomouslearningability;develop;dependence;Englishlearning

摘要:

在英语学习过程中，自主学习能力是学习者不可缺少的能力之一，尤其在这瞬息万变的信息时代里，自主学习更是促进其终身学习和终身发展的需要。

然而当代的中学生，却出现了自主学习能力“荒”的现象。

等、靠（依赖）、要的思想在他们当中不断助长。

他们基本上是在父母的陪伴下，老师的严格监督下进行压迫式的学习，其结果是孩子（学生）很不情愿，父母既无赖又辛苦，老师为此很是头疼。

通过对当前中学生英语学习情况的研究，发现当代的中学生很难自己管好自己学好英语，很难对自己的英语学习负责，缺乏独立自主能力的情况比较严重，很让人堪忧；经过研究还得出了产生这种现象的原因和解决办法，其中有除了有来自个人、家庭以及学校的原因外，同时也有来自社会的原因，因此得出的解决办法是：

我们全社会，应该重视中学生英语学习自主能力的培养。

关键词:

自主学习能力;培养;依赖;英语学习

Ⅰ.Introduction

1.1Significanceofthisresearch

Withthedevelopmentofscienceandtechnology,knowledgeisbeingreplacedfasterandfaster.Thestudentsnowadaysmustbecultivatedintolifelonglearnerstoadjustthemselvestothetimesofknowledgeexplosion.TheultimategoalofEnglishteachinginChinaistodeveloplearners’communicativecompetenceandgoodlearningstrategies,soastobecomeautonomouslanguagelearnersandusers.Everyoneknowsschooleducationisveryimportantanduseful.Yetnoonecanlearneverythingfromschool.Somuchmoreistobelearnedoutsideschoolbystudentsthemselves.

Thusthatis,thesenseoflearningautonomyistheessentialmindforEnglishlearning.Withoutthesenseoflearningautonomy,autonomouslearningwillbejustlikewaterwithoutsource；establishingasenseoflearningautonomymeansthatstudentsshouldrealizeveryclearlythatitistheythemselvesnotteacherswhoshouldtaketheresponsibilityfortheirlearning（Huang&Zhang,2007）.Manystudieshaveindicatedthatautonomouslearningisaneffectivewaytocultivatestudents’Englishlearningabilityinmiddleschool,bywhichstudentscanshowtheirinterests,developstudyskillsandenhancetheircreativity.

1.2Purposeofthispaper

Withthemethodologyofliteraturereview,thisstudyistoarousestudentstobeawareoftheimportanceofautonomyinmiddleschoolEnglishlearningandtoenablethemtohaveapositiveattitudetowardEnglishlearning.Consequently,withthehelpofautonomy,middleschoolstudentswillbecomeindependentinEnglishlearning.Aftergainingtheacknowledgeofautonomy,thewholesociety,includingcurrentschools,parents,andstudentsthemselves,willrealizethatweallshouldpaylotsofattentionondevelopingautonomyinEnglishlearning.

Ⅱ.DefinitionsofLearningAutonomy

Learningautonomyreferstothecapabilitytodeterminethelearningobjectives,selectmethods,monitortheprocedureandevaluatetheresults（Zimmerman,1996）. AsCotterall（1995）saidautonomouslearningcanbedefinedas“theextenttowhichlearnersdemonstratetheabilitytouseasetoftacticsfortakingtheirlearning”.AccordingtoLittlewood（1998）astudent’sautonomyshouldincludethetwofeatures:

①Studentsshouldtakeresponsibilityfortheirownlearning.

②Takingresponsibilityinvolveslearnersintakingownership（partialortotal）ofmanyprocesseswhichhavetraditionallybelongedtotheteacher,suchasdecidingonlearningobjectives,selectinglearningmethodsandevaluatingprocess.

“Autonomyoccurswhenoneusespersonalprocessestostrategicallymonitorandcontrolhisorherbehaviorandtheenvironment”（Chen,2008）.Autonomyineducationalcontextsdetermineshowstudentspersonallyactivate,alter,andsustaintheirlearning（Zimmerman,1996）.Thoughthedefinitionsofautonomouslearningmentionedabovearevarious,theyhavesomethingincommon.First,learnersshouldbeindependent.Second,learnersshouldtakeresponsibilityfortheirownlearning.Third,learnersshouldhaveabilitiesofself-managementandcontrolovercognitiveprocess.

Toallintentsandpurposes,theautonomouslearnertakesanactiveroleinthelearningprocess,generatingideasandavailinghimselfoflearningopportunities,ratherthansimplyreactingtovariousstimulioftheteacher（Guo,2008）.However,theauthorregardsthatautonomouslearning,especiallyformiddleschoolstudents,isawarenessorakindofabilitythatlearnersstudyEnglishmoreactivelyandefficientlybecausetheycannotworklikecollegestudentstoselectthecontentsordeterminetheobjectives.Andalsoautonomouslearningisaprocess,whichisgradual,cumulativeandcollaborative.

Ⅲ.AdvantagesofAutonomousLearning

3.1MoreOpportunitiesofIndependentLearning

Studentshavemoreopportunitiesofindependentlearning.Notlikepassivelearning,autonomouslearningrequiresthatstudentsshouldselectlearningresources,methodsandtimebythemselves.Onedoesnotbecomeautonomousfully;oneonlyworkstowardsautonomy.

Studentshavemoreopportunitiestolearnandthinkindependentlyinautonomouslearningthaninanyotherlearningmodel.Moreopportunitiesforautonomouslearningandtakingpartinclassroomactivitiescandevelopstudents’passionforlanguagelearning,andhelpthemtoperformactivelyintheclasses,whichultimatelywillincreasetheefficiencyoflearning（Thanasoulas,D.2000）.Thereisareasonthatitisimpossibleforstudentstomasterallthatteachershavementionedintheclasses.Asaresult,theyneedaprocessofpracticingandlearningtoentirelymastertheinputinclassroomteaching.Furthermore,itisnotenoughforstudentstomasteraforeignlanguageindeedjustdependingonlanguageinputandpracticeintheclasses.Studentsshouldseekformoreopportunitiestouselanguageandreceivemorelanguageinput.

Everyteacherhashisownteachingmethodsandstyles,whilestudentswhomhefacesaredifferentincognitivestyles,learningstylesandpassionfeatures.Consequently,itisdifficultforteacherstopayattentiontoeveryaspectintheclassroomteachingtosatisfyeverystudent’sneedsandhobbies.Whattheycandoisjusttotellstudentssomegeneralprinciples.TakememorizingEnglishvocabulariesforexample,teacherswillonlytellstudentsthattheyhadbettermemorizeEnglishvocabulariesintheperiodthattheirmemoryefficiencyisthehighest.However,allstudentsarenotthesame.Forsomestudents,itisinthemorningthattheymemorizeEnglishvocabularieseffectively.Whileforotherstudents,theprimetimeistheevening.Throughautonomouslearning,studentscanfindlearningmethodsthataresuitableforthem.

 Allinall,studentshavemoreopportunitiesforindependentlearning,whichwilldoagreatfavortothem.

3.2ReflectingtheTheoryofStudent-CenteredEducation

Itreflectsthetheoryofstudent-centerededucation.Inthepast,intheteaching-learningprocess,teacherswerethecenter.Inclassroomteaching,teachersdominatedmostofthetime,whilestudentsnearlyhadnoopportunitiestoperform.Somostofstudentsdidnotlearnactivelyandindependentlybutdependedonteachers,whichwasoppositetotheaimofeducation（钟启泉&崔允淳,2006）.Consequently,theabilityofstudentsandthequalityofEnglisheducationcouldnotmeettherequirementsoftheEnglishCurricularStandardforMiddleSchool.Thewholeprocessofautonomouslearningfocusesonstudents’needsanddevelopment,whichreflectsthetheoryofstudent-centerededucation.

3.3DevelopingStudents’Non-IntellectualFactors

Itcandevelopstudents’non-intellectualfactors.Inautonomouslearning,teacherspaygreatattentiontocultivatingacertainpsychologicalenvironmenttosupplystudentswithsomepsychologicalhelp,aswellascareaboutstudents’feelingsexpression,whichhelpstodevelopthestudents’non-intellectualfactors.

Autonomouslearningisextremelybeneficialforlanguagelearners.Itpreparesstudentsforeasierstepintoadulthood.Theconceptofallowingstudentstoplanandnegotiatethecontentofthelessonsmakesthemmoreinterestingforstudentsanditisasignificantfactorwhichinfluencesthestudents’motivation（Holec,1979）.It’sequallyimportantforstudentstomovefromdependentlearnerstoindependentlearners,frompassivelearnerstoautonomouslearners.Then,thestudentsdonothavetorelyonthehelpofothers（suchastheteachers,parents,adults）tolearn.Inotherwords,studentscanteachthemselvesandlearnontheirown.Studentscanlearnmuchmore,withoutanylimits.Thestudentswillhavemoreself-confidence,satisfaction,andsenseofachievementsiftheycanlearnbythemselvesandbecomeself-taughtlearners---autonomouslearners.

3.4DevelopingaHarmoniousRelationship

Ithelpstodevelopanequalandharmoni